HARNESSING MICROSOFT TECHNOLOGY TO IMPROVE THE QUALITY OF HIGHEREDUCATION

AuthorDinesh Badagandi, CEO, Varnaaz Technologies

dinesh@varnaaz.comVisiting Faculty for ERP (DYNAA) at

Nitte University,Mangalore, Karnataka, IndiaKarnataka University, Dharwar, Karnataka India

and B. V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, India

Research AssistantKavya Upadhyaya, ERP Trainer, Varnaaz Technologies

kavya@varnaaz.comVisiting Faculty for ERP (DYNAA) at

Nitte University,Mangalore, Karnataka, Indiaand B. V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, India

Research GuideDr. S. V. Patilsvpatil@bvb.edu

Professor & HOD, Master in Business AdministrationB. V. Bhoomaraddi College of Engineering & Technology, Hubli, Karnataka, India

Abstract: In the mid-1990s there was considerable growth in implementations of EnterpriseResource Planning (ERP) Systems for large corporations. With increase in affordability andneed, Mid-market is a huge opportunity for ERP product and implementation vendors today.

The growth in ERP implementations had a resultant impact on the demand for ERPskills. It is also well regarded within the Microsoft Dynamics channel that there is anacute global shortage of qualified Dynamics staff. (Nigel Frank International) Manyuniversities have spent considerable time and resources in modifying their curriculum toincorporate Enterprise Resource Planning Systems (ERP) (Hawking, Shackleton & Ramp, 2001;Lederer-Antonucci, 1999; Watson and Schneider, 1999); however most universities havestruggled in this direction. This paper is an effort to showcase innovative tools toeffectively use Microsoft Dynamics in curriculum and share the results

Key Words: ERP, Simulation, DYNAA, Microsoft Dynamics

INTRODUCTION

Traditional pedagogical methods are still very much the custom within higher education.Student learning remains largely based upon take out knowledge from texts and lectures, orprocedures based around the metaphor of acquisition (Sfard 1998). This style of teachingseldom gives students the opportunity to apply their newfound knowledge to actualsituations, resulting in a serious time lag between students learning and applying newknowledge (Raymond 2010). As a result many students have trouble determining the relevanceof what they are being taught, and thus lacking any obvious incentive to learn fail totruly engage with the learning process (Dorn 1989:6).

Gredler (1996) describes experiential simulations as complex environments in whichthe learner becomes a functioning element that influences experiences that may be toocostly or dangerous to pursue in the real world. Specific domains of knowledge includingaffective, cognitive and psychomotor can be addressed in simulations which can help thelearner develop decision making and problem solving skills as well as increase dexterity.For example, if we look at Hindu mythology which explains about experiential learning.Like “Gurukul”, The Vedic Schools (extending back to approx. 1000 B.C) gave much emphasisto close interactions between the guru (Teacher) and the sishya (Student) who lived underthe same roof enjoying a symbiotic relationship The Hindu mythology (In epics likeMahabhaarata and Ramayana) describes the simulated learning technique that has been usedto teach students at that time.

Here is an interesting pointer to Hindu mythology on simulation. Once a competitionoccurred between Lord Ganesha and his brother Skanda as to see whocould circumambulate the three worlds faster and hence win the fruit of knowledge. Skandawent off on a journey to cover the world on his mode of transport, peacock while LordGanesha simply circumambulated his parents sitting on his mode of transport “Mouse”. Whenasked why he did so, he answered that his parents Lord Shiva and Parvati constituted hisworld and was thus given the fruit of knowledge. As this story conveys that, Lord Ganeshaactually did a simulation of world travel. On a lighter note, the same mouse exists forsimulation in today’s digital world. We can call him originator of simulation technique.

The present generation is technology-savvy. Students are cognitively moresophisticated and want learning to be fun, engaging, hands-on, challenging, interactive,empowering, and thought provoking. However, some educators continue to think of knowledgeand learning in terms of textbooks – sequential, fact-based, and immutable(Balasubramanian & Wilson, 2005).

For example, Computer simulations can offer a high level of interaction thatencourage the learner to discover, consider and interact with situational relationshipsand abstract processes that are not easily taught in a classroom environment. A studyperformed by the State University of West Georgia’s teacher education program on thedistance learning program found that the more interactive the learning the more thestudents considered the lesson effective and the better they scored on tests (Roblyer &Ekhaml, 2000). Simulations allow the student to visualize and investigate the behavior ofcomplex models such as the Bill of material, cash flow analysis, Available to Promise(ATP). However, if the student has access to the model, the formal description in thetextbook and a teacher to help guide them through the lesson, it will create a moreconducive environment for embedding information (Holliman & Scanlon, 2004).

One of the most commonly used techniques has been active learning, which has beende ned as, anything that involves students in doing things and thinking aboutfithe things they are doing (Bonwell & Eison, 1991, p. 2). One must learn bydoing the thing, for though you think you know it—you have no certainty untilyou try. —Sophocles (495–406 BCE). “Genuine learning” is the result of thestudent’s active engagement in the learning process and not merely theirpassive absorption of what is being taught (Alder, 1982).

Proponents argue that the incorporation of active learning activities(e.g. hands-on activities, role plays, group projects, peer-led learning, andsimulations) better help an instructor. “Create a lesson plan that maximizesstudent learning, encourages critical thinking, aids information retention,and allows students to apply key concepts and knowledge gained through

readings and lecture to real (or realistic) problems” (Raines, 2003, p. 432).

When we look the current teaching methodology at management institutions there is agap between the theory and practical application. To bridge the gap a business school froma large, popular education group took a conscious call to introduce use of technology likeERP in to MBA curriculum. The institute allied with Microsoft Learning Partner Varnaaz,Bangalore to implement Microsoft Dynamics NAV in their institute. The objective of suchinnovative program was to:

Acquire and install free competency center Association with Multinational Brand and Provide Experience of Real Business Processes by simulation. Provide opportunities for students to get into high growth careers.

A study was conducted on evolution of this training considering course content,pedagogy and effectiveness. Same is documented in this paper.

METHOD

Keeping this scenario in view, the business school decided to introduce training studentson ERP using Microsoft product. Microsoft Dynamics NAV was chosen for this purpose andfollowing were the five strong reasons:

1. Free Competency center: Companies invest Millions of dollars in implementing ERP andCRM software. BVB-MBA by signing up for Microsoft Dynamics Academic Alliancemembership, Microsoft has sponsored free competency center of ERP and CRM. This alsocomes with free access to Microsoft’s Studets2Business portal which provides adirect access for students to directly interact with business community for reasonslike internship and jobs to participating in resolving real time challenges ofbusiness.

2. Experience of Real Business Processes: Most of the science courses starting fromschool have laboratory exercises attached to theory classes but interestingly MBAstudents get practical experience for the first time during their 6 weeks internshipwhen they get to interact with live business. With Microsoft Dynamics Competencycenter, students can simulate required business processes by creating their ownimaginary company, create set of vendors, employees and customers and understand howbusiness transactions take place and how they impact different departments andaccounts

3. Tutorials make Data and Business Management more interesting: The tutorials areconducted by industry experienced professionals who bring their wide industryexperience into the class, which helps students understand the concepts and businessprocesses more clearly. This type of tutorials help students not only in getting aninsight about how a company works in real time and but also make them industry readyby the time they complete their graduation.  

4. Association with Multinational Brand: Microsoft Dynamics Academic Alliance (DynAA)is a global program that provides no-cost licenses to educational institutions thatwant to use Microsoft Dynamics software for teaching or research purposes. DynAA isa powerful connector to the vibrant and growing Microsoft Dynamics ecosystem thatincludes nearly 300,000 customers, more than 10,000 Microsoft partners, and over1,600 academic institutions. Students can acquire an additional certification fromMicrosoft to be called as Microsoft Certified Business Consultant.

5. Career Opportunities: Students get numerous career opportunities as an IT enabledmanagement professional as well as Microsoft Dynamics consultant. A student can:

Quickly raise to a successful manager by leveraging on IT tools to makebusiness decisions

Contribute their knowledge and talent to the businesses around the world Assess the needs of businesses to deliver software solutions that help them

achieve real results Customize software solutions to help businesses streamline their processes and

operate more effectively

PEDAGOGY

The Course pedagogy includes the following methodsERP Game: Management game is often seen as a vehicle, which is used for helping tovisualize and rehearse strategy in holistic approach. It makes it possible to sketch theorganizational cause-and-effect relationships and to communicate more clearly withstructures that translate decisions into actions (Morecroft, 1999).

The use of management games in business education has been documented through aseries of surveys (Faria, 2001; Gilgeous & D’Cruz, 1996). Lainema and Lainema (2007)consider management game as one of the critical learning elements for advancingacquisition of business know-how. Connolly and Stansfield (2007) demonstrate the use ofmanagement games in e-learning. Benbunan-Fich (2002) and Hoffman (2003) show somestatistics on the impact of using management games on education and training. Moores andChang (2001) and Martin (2000) give examples of business games that are developed tosupport the teaching of management information systems. Stolk (2001) demonstrates the useof management games in crisis management. Doyle and Brown (2000) show how they use abusiness management game to teach applied skills and the benefits and the challenges ofusing student teams from multiple countries.

The ERP Game is a 2 days game divided into 2 sessions each day. In first session thenarrator starts the game with few questions to the students regarding their career goalsand their responsibilities in an organization. This discussion is basically focused onmaking the students realize their roles and responsibilities in an organization andinformation shared and connectivity among different departments. Once the studentsunderstand the importance of information sharing and roles and responsibilities the classwill then be divided into 5 groups, each representing a department of a company (likeFinance, Marketing, Manufacturing, Purchase & Warehouse and Human Resource). The group isdivided in such a way that each group should have students of all the specializationslike, Finance, Marketing, Human Resource, Banking and Operation. After division of thegroups, the narrator explains about the company called P C Solutions Ltd.is which is intoassembling of Personal Computers (Appendix A). The company profile will be distributed tothe groups and once they understand the nature and working of the company the narratorwill ask the group to list down the internal and external factors that can affect theworking of the company. Internal factors like lack of finance, labor problems, lack ofinformation and external factors like natural calamities, government stability, change intax and financial policies. Once the group lists these factors they will present the sameto the class for further discussion.

On second day the groups will be asked to act as an individual P C Solutions companylike that the class will have 5 companies, now the groups are given with the figures aboutthe company like number of goods in inventory, salary to be paid, prospect sales order,cash in hand, number of employees in organization and their salary details etc. (Appendix B).Then the narrator starts the game by giving them a sales order which need to complete on aspecific date. Once the task is given, the groups are thrown with business challenges suchas advance payment must be given to the vendor to purchase goods; unexpected strike byworkers, natural calamities, strike by transport companies etc. and they are asked to come

up with solutions to overcome the challenges. The narrator will act as an externalorganization such as bank, vendor or customer and help the groups whenever they havedifficulty in taking decisions. Once all the challenges are resolved by all the groups thewill be asked to present the solutions they have taken to solve the problem. This willhelp other groups to identify different solutions for a single problem.Case Study on Business Process Cycle: Having students work through complex, ambiguous,real world problems engages students with the course material, encouraging them to “see itfrom an action perspective, rather than analyze it from a distance” (Angelo & Boehrer).Case studies are, by their nature, multidisciplinary, and “allow the application oftheoretical concepts…bridging the gap between theory and practice” (Davis & Wilcock).

Likewise, the training sessions were based on providing case studies ondemonstration of various Business Process Cycles like Purchase to Pay (P2P), Order to Cash(O2C), Hire to Retire (H2R), and Manufacture to Stock (M2S). A case study for eachbusiness cycle is created and mapped to Microsoft Dynamics NAV. The case study includesthe description of the company and a story which explains about the one complete businesscycle which will be practically demonstrated on Microsoft Dynamics NAV. Assignments: Assignments include recap of the sessions take in a short case study form.The case includes practical work and generates some reports to take business decisions.

For example, being a sales manager, you want to promote a sales person who hasperformed well. Analyzing various reports from Microsoft Dynamics NAV, a student need todecide. In a real life scenario, a best sales person is one who not only achieves goodrevenue but with lower cost to company, lesser discount, adds new customers in addition tofarming existing customers. Quizzes and Online exams: “Simulation like questions are valuable for teaching management skills, instructional design and other competencies where rules of performance can be communicated clearly and concisely and where performers have time to think through their real world actions” (Will Thalheimer)

Quizzes are conducted after every session. The quiz paper contains 15-20 objectivetype and scenario based questions. These quizzes will help students to recollect thetopics learnt for that session and scenario based questions will help them to apply thelearning gained from theory and practical sessions.Project: A project was given at the end of the course. The project demonstrates a smallbusiness case study which includes a brief description about the company and somepractical problem to make them understand the practical application of all the topicslearnt in the entire course (like sales cycle, purchase cycle, general ledger transactionsand explosion of BOM). This project helps the students to understand the real timeapplication of the lessons that they have learnt in the entire course.Deploy students in Implementation Project: Interested students were deployed in animplementation project in one of Microsoft Partner firm. The tasks given to students werepart of their live implementation project. The tasks like data requirement collection, mapgap analysis, etc.SME Conclave: “Learning is the process whereby knowledge is created through thetransformation of experience.” (Kolb 1984:38)For example, Small and Medium Scale Enterprise Conclave were conducted every year in theinstitute where various small and medium scale industries are invited and the asked toshare their experiences with the students.

The SME Conclave is a an ideal Win – Win Scenario, amidst the entire ecosystemcomprising of:

1) The Industry 2) The student fraternity,

3) The Academic Institution and 4) the Implementation/learning partner.

In this 1 day workshop the Small and Medium sized companies are invited to the academicinstitution (the entire event is managed by the Students with just the keynote speakersbeing the onus of the Implementation Partner) and updated with fruitful sessions on ITEnablement to maximize growth and profits. Topics range right from Social Media Marketing,Advantages of Cloud computing, Maximising ROI with ERP etc.The benefits of such conclave are:

This helps the Industry get unbiased information on current trends in IT and alsohelps them scout for good talent to recruit from these colleges.

The institution gets a brand makeover in the location and also amidst the Industry The implementation partner gets qualified leads on various IT projects that these

industries might plan in the near future The Students have a real time experience in conducting corporate events and also

have an edge over other colleges in terms of placements RESULTS

Currently it is 3rd batch that is undergoing this course. A study was conducted on thethree batches which are presented below:

HIGHLIGHTS FROM BATCH 1

About the course: In the first batch MS Dynamics was introduced as a value added program.It was 72 hours course introduced in 3rd semester which included modules like Finance,Sales & Marketing, and Supply Chain & Manufacturing. The software used is MicrosoftDynamics NAV.Resource faculty: A senior ERP implementation consultant with more than 20 years ofexperience in ERP delivered the courseContribution from Institute: Attendance for the course was made mandatory and 25% ofweightage of CIE of ERP course (09MBAC305 - 2 credits) was given to the performance inthis training. Pedagogy: The teaching pedagogy is combined with lecture cum discussions, simulations &hands-on practical sessions on the product. The out of 72 hours 60 percent of the classeswere theory and 40 percent were practical. During the theory classes trainer used quiz asa tool for recapitulation. The quiz was amongst the groups and scores were displayed onthe board. These score were also accounted for evaluation. Students used to take this quizseriously and participation was high. During the practical sessions, addressing theindividual problems by the trainer was time consuming and students were losing interest.This difficulty was noticed and discussed the issue with HOD. After discussion, it wasdecided to introduce 2 tier system i.e. Train the Trainer. A group of 6 active studentswere identified from the class and the trainer trained them thoroughly. Then each trainedstudent was attached 6-7 students. All minor problems were resolved by trained studentsand difficult ones were attended by the trainer. This process has made the studentslearning past and created interest in them. Evaluation: A written exam was conducted with a set of objective and descriptive questionsand also a viva-voce by two senior ERP professionals from the industry. As a part ofcontinuous evaluation, quiz programs were conducted on every alternate day. Overall Feedback:

Faculty & Course Effectiveness Poor

Average

Good

Verygood

Excellent

Encouragement provided to participateduring the session 0% 8% 9% 45% 38%

Level of Personal attention given toparticipants 0% 8% 10% 35% 47%

Ability to maintain participantcontrol 0% 9% 10% 44% 37%

Usage of practical examples 0% 8% 14% 37% 41%Provision of guidelines for learning 0% 8% 12% 34% 47%Interaction for Case Study (ifapplicable) 0% 6% 11% 40% 44%

Ability to complete the assessmentafter the course 0% 8% 13% 21% 58%

Duration allotted for this program 0% 6% 11% 34% 50%

Table 1: Feedback summary of faculty and course for Batch 1

Av Ver

Exc

0%10%20%30%40%50%

0%8% 11%

36%45%

Faculty and Course Structure Effectiveness for Batch 1

Batch 1

Ratings

Rati

ngs

in %

Figure 1 Feedback summary of faculty and course for Batch 1

Feedback was also collected from the students of same batch who have got placed in ERP.Here is the transcript of same

“The task of the excellent leader is to stimulate people to unusual effort. Thetough problem is not in identifying winners: it is in making winners out of ordinarypeople”. I want to thank Varnaaz team for ERP Training program in our college. Thistraining program made me think out of box. When I heard about ERP software I thoughtit’s only for technical students and I thought it’s not my cup of coffee. After hisintroduction session I came to know that it’s not only technical but also functional.And he told about opportunities in the India and in Abroad. How the companies areshifting to Navision and huge demand for Navision consultant who is having domainknowledge. This eighty hour course helped me to understand Microsoft Navisioneffectively. And I decided that day it’s my cup of coffee and started working on thatwith the help of Varnaaz team, I got placed in one of the fastest growing IT company inBangalore. Once again with all my heart I thank you sir for your guidance and help. July 6, 2011Umesh Kumar, 

“Initially I was not interested in so thought technical area called ERP. As theday progresses I was very much shocked by knowing that ERP has got so much scope inpresent market. Team Varnaaz is excellent in delivering the subject matter and they havegot so much experience and in-depth knowledge about the concept. From this I got so muchexposure about ERP and started taking interest in it. And I sincerely thank teamVarnaaz, because after getting exposure in ERP only I got placed in a particular field.”July 5, 2011Basavaraj Kammar, 

“Gratitude is not only the greatest of virtues, but the parent of all others”,with this quote I would like to thank Varnaaz for opening up the opportunities in ERPfor me, Initially my plan was to get into finance domain, as I had no clue about otherstreams and of course where to start from. Then came the opportunity to attend ERPtraining sessions conducted in our college by Varnaaz, Bangalore. The training sessionsprepared me for the jobs in ERP domain. This gave me an edge over others in the vicinityas none of the colleges in and around Hubli-Dharwar are giving such exposure to theirstudents. The eighty hour course helped me to understand Microsoft Navision effectively(like, modules present in it, how transactions are entered etc.). Now, as more and morecompanies shift towards Navision, it will create a huge demand for students withknowledge of Navision, and I would like to tell all my student friends make best use ofthis unique opportunity.“June 28, 2011Naveen kumar, 

HIGHLIGHTS FROM BATCH 2

About the course: Considering experience and the feedback from previous year, BVB-MBAdecided to drop 2 credit course of ERP because of duplication. The 72 hours training inone semester was very hectic and difficult to manage the schedule. Hence it was madespread into 2 semesters. It was 72 hours course was divided in to 40 hours which is spreadin two semesters i.e. 3rd and 4th semesters as value added course only. Supply ChainManagement was added to the course content.Resource faculty: The course was delivered by two ERP implementation consultants havingmore than 20 years of experience in the industry. An additional junior faculty also wasdeployed to oversee the hands-on sessions and assignments.Contribution from Institute: Attendance was made compulsory but importance for evaluationwas not possible because of non-credit training.Pedagogy: The teaching pedagogy combined lecture cum discussions, simulations,assignments& hands-on practical sessions on the product. The out of 72 hours 40 percent ofthe classes were theory and 60 percent were practical. Quiz sessions were conducted afterevery 6 hour session and assignments were given after every 12 hour sessions to thestudents.Evaluation: A written exam was conducted with a set of objective and descriptivequestions. No oral exam was conductedOverall Feedback:

Faculty & Course Effectiveness Poor

Average

Good

Verygood

Excellent

Encouragement provided to participateduring the session

0% 5% 30% 45% 20%

Level of Personal attention given toparticipants

0% 5% 32% 43% 20%

Ability to maintain participantcontrol

0% 4% 42% 34% 20%

Usage of practical examples 0% 7% 30% 46% 17%Provision of guidelines for learning 0% 7% 47% 25% 21%Interaction for Case Study (ifapplicable)

0% 8% 21% 57% 14%

Ability to complete the assessmentafter the course

0% 4% 39% 38% 18%

Duration allotted for this program 0% 7% 43% 29% 21%

Table 2: Feedback summary of faculty and course for Batch 2

0%10%20%30%40%50%

0%6%

36% 40%

19%

Faculty & Course Structure Effectiveness for Batch 2

Batch 2

Ratings

Ragi

ngs

in %

Figure 2: Feedback summary of faculty and course for Batch 2

Since assessment component was not attached any credits, students didn’t take it seriousand outcomes were not satisfactory.

HIGHLIGHTS FROM BATCH 3

About the course: Considering the feedback from previous year, the course was modified.The course is of 72 hours which was divided into 40 hours spread in two semesters. Forthis batch instead of 3rdand 4th semester the course was introduced in 2nd and 3rd semester.The course included Finance, Sales & Marketing, Supply Chain, Manufacturing and Humanresource modules which will be taught using Microsoft Dynamics NAV. Resource faculty: Currently the course is being delivered by an ERP implementationconsultant with more than 20 years of experience in ERP delivered the course. Anadditional junior faculty is also being deployed to oversee hands-on sessions andassignmentsContribution from Institute: This training program was converted into a 3 credit coursewith required evaluation.Pedagogy: The pedagogy combined lectures, discussions, simulations, case study and hands-on practical sessions on the product. Out of 72 hours 40% of the classes were theory and60% were practical. Role play pedagogy was introduced, where students were divided intogroups representing different departments like finance, production, procurement, sales &

marketing and human resource of a company. A case study about a Bicycle manufacturingcompany was given to the students where they had to perform the certain tasks using theproduct. Tasks like tracking day today of the business for instance creating sales orders,purchase orders, making payments to the vendors, receiving payments from the customers,generate shipment invoices etc. which is a included as a part of practical sessions. Theywould also generate reports such as customer aging report, vendor aging reports, top 10customer and vendor list etc. which will help them understand the business process moreclearly and also identify the importance of reports in an organization. The case wasdeveloped through the research.Evaluation: A continuous evaluation is being followed on a daily basis. A written and oralexamination will be conducted for each semester followed by Microsoft’s certification examwhich is being made mandatory. As a continuation evaluation program, we have introducedQuestion answer sessions in the form of quiz and Daily assignments. With these tools, eachand every student would be rated with marks which would be consolidated into students’marks sheet at the end of semesterOverall Feedback:

Faculty & Course Effectiveness Poor

Average

Good

Verygood

Excellent

Encouragement provided to participateduring the session

0% 8% 9% 38% 45%

Level of Personal attention given toparticipants

0% 8% 11% 36% 45%

Ability to maintain participantcontrol

0% 9% 10% 37% 44%

Usage of practical examples 0% 8% 14% 41% 37%Provision of guidelines for learning 0% 8% 12% 47% 34%Interaction for Case Study (ifapplicable)

0% 6% 11% 41% 42%

Ability to complete the assessmentafter the course

0% 8% 13% 58% 21%

Duration allotted for this program 0% 6% 11% 50% 34%

Table 3: Feedback summary of faculty and course for Batch 3

0%10%20%30%40%50%

0%8% 11%

43%38%

Faculty and Course Effectiveness for Batch 3

Batch 3

Ratings

Rati

ngs

in %

.

Figure 3: Feedback summary of faculty and course for Batch 3

Some of the key initiatives that are planned to be introduced during rest of the programare

1. Getting faculties involvement in delivering this program and make them use thistechnology to deliver their subjects

2. Introduce BVB’s faculty to some of the American and European business schools wheresuch courses are introduced in their curriculum

3. Assist BVB-MBA placement team in building long term relationship with ERPimplementation partners

CONCLUSION

Figure 4 Training method summary of 3 batches at Management InstituteImplementing ERP in curriculum is not uncommon at various universities but making iteffective is more challenging. To make the implementation successful and effective werecommend the institutes to compliment the lectures with the activities like conductingquizzes, use ERP as a tool to simulate business processes, assignments, case studies,projects to bring in the participatory learning in the classroom.

APPENDIX

A. Case Study

P C Solution Ltd. ProfileA noted business enterprise incorporated in the year 1998, offering assembled computers,laptops and services for a range of IT solutions in PC Hardware & Software.

The company undertakes Assembly of Personal Computers, assembly of laptops and alsoprovides services like System Upgradation, Networking, Formatting, Software Installation,Virus Cleaning, and Repairs & Maintenance including Annual Maintenance Contract (AMC) ofyour Desk /Lap top computers.

They have the expertise in after sale/service of computer system. For accuracy intheir products as well as services, they have a team of technical experts, which help themin providing efficient and reliable services to their clients. Their consistent adherence

to quality standards and sincere efforts in all business activities have enabled them inachieving the trust of their clients who are spread across the globe.Trade & MarketThe company has its market spread over Asia and South America with an Annual turnover upto US$ 0.25 million (or up to Rs. 1 crore approx.)Team & StaffThe company is backed by trained team professionals who help them in fulfilling exactrequirements of their clients. The team includes:

R & D personnel Quality inspectors Technicians Engineers Sales & marketing executives

Total Number of Employees25 PeopleNo. of Research / QC Staff5 PeopleNo. of Engineers & Technicians5 PeopleQuality StandardsPC Solutions follows strict quality control standards as per the guidelines of ISO9000:2008. Their endeavor is to provide the best quality products and services to theesteemed clients. Each and every stage of the manufacturing process is carried out underthe expert supervision of their Quality Controllers.

Rigorous test and checks at all levels ensures and enhances the reliability of theproducts. The team of quality inspectors conducts periodic quality check right from theprocurement process to the final delivery to ensure consistency in quality.InfrastructureThe infrastructure is spread over a large area and is divided into number of units such asmanufacturing unit, in-house designing unit and quality testing unit. The manufacturingunit is equipped with all the necessary machines and equipment required for the productionof electronic equipment.

The in-house designing unit is installed with CAD/CAM facility that helps incustomize products according to client’s requirements. Owing to their state of the artinfrastructure, they have been able to meet the bulk requirements of clients with inlimited period of time.ServicesPC solution Ltd. deals in PC hardware, software and networking solutions, which are usedfor both commercial as well as domestic applications. Their services are widely spread inall over India, Asia and South America. They provide services as per their client demandand specification. Products RangesPC Solutions Ltd.’s ranges of products are popular for its quality, durability,reliability and much more. It includes:

PC Assembly Computer repairs and Services PC Upgradation Networking Software installing Virus cleaning

Repairs and Maintenance Annual Maintenance Contracts

B. PC Solutions Ltd. statistics used in ERP game

COSTING W1 W2 W3 W4 W5 W6 W7 W8Computer Case 250 30              Processor 2100 35              

RAM 500 40              10 Assembly: 100000

Motherboard 2700 40              5 QA : 60000

Hard Drive 2900 50

             

Temporary cost daily wage 600 per day

Disk Drives 1300 15              

Monitor 3500 20              HR 4 : 75000

Keyboard 75 60             

Procurement/ store 4 :45000

Mouse 100 45               Management4 : 200000

Power Supply Cable 200 25              

Cash in hand 700000              

Finance : 70000

Sales forecast(order in hand)      

300 PCS (bill amt. 90 Lakhs)          

Receivables              30L

50L

 Payables   

Salary Due            

C. Training Feedback Form used to collect students feedback

TRAINER FEEDBACK FORMName  ID  Program Name  Faculty   From Date  Faculty ID   To Date  Venue  

Faculty & Course Effectiveness Poor Average Good Very Excelle

good ntEncouragement provided to participateduring the sessionLevel of Personal attention given toparticipantsAbility to maintain participant controlUsage of practical examplesProvision of guidelines for learningInteraction for Case Study (if applicable)Ability to complete the assessment afterthe courseDuration allotted for this program

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